PY404-5-SP-CO:
Narrativity, Truth and Flourishing
2016/17
Philosophy
Colchester Campus
Spring
Undergraduate: Level 5
Current
15
21 February 2011
Requisites for this module
(none)
(none)
(none)
(none)
(none)
BA QV25 Philosophy and Literature,
BA VQ52 Philosophy and Literature (Including Foundation Year),
BA VQ5F Philosophy and Literature (Including Year Abroad)
Module Outline (updated April 2016)
This module is open to both second and final year philosophy students (single and joint honours). It is also available as an outside option.
The aim of this module is to provide an introduction to thought about the relations between philosophy and literature in the work of some major contemporary Anglo-American and Continental thinkers. We begin with Iris Murdoch`s account of life as a `pilgrimage` from appearance to reality, which she claims is the concern of great art, and its treatment in her novel The Black Prince, before moving to Martha Nussbaum`s rejection of Murdoch`s notion of `the transcendent good` in favour of an `Aristotelian` understanding of the significance of life and her discussion of Greek tragedy in the light of this conception. Both Murdoch and Nussbaum maintain the centrality of literature in an `empirical` and `practical` inquiry into the truth of the human good. Richard Rorty, however, seeks to oppose such a conception of `truth` in favour of a conception of meaning as created through human dialogue and the consequent understanding of the individual as creating the meaning of her own life. We shall look at the role of literature for such a `liberal ironist` and Rorty`s account of Orwell`s Nineteen Eighty Four as an exemplification of there being no `truth` already written into the human condition. We will conclude with an examination of Stanley Cavell`s thesis of an intimate connection between modern philosophical scepticism and Shakespearean tragedy. The module intends to provide a context within which thought about the question of the relations between philosophy and literature can take place through a consideration of conflicting theories in the work of contemporary thinkers who have argued for the philosophical significance of literature.
The aims of the module are to: introduce students to the writings of contemporary Anglo-American thinkers on the relations between philosophy and literature and provoke critical reflection on the question of the nature of this relationship through discussion of competing theories.
Learning Outcomes
By the end of the module students should be able to:
-articulate and critically evaluate the positions of some central Anglo-American thinkers on the relationship between philosophy and literature;
-engage in their own critical reflections on this issue.
By the end of the module, students should also have acquired a set of transferable skills, and in particular be able to:
-define the task in which they are engaged and exclude what is irrelevant;
-seek and organise the most relevant discussions and sources of information;
-process a large volume of diverse and sometimes conflicting arguments;
-compare and evaluate different arguments and assess the limitations of their own position or procedure;
-write and present verbally a succinct and precise account of positions, arguments, and their presuppositions and implications;
-be sensitive to the positions of others and communicate their own views in ways that are accessible to them;
-think 'laterally' and creatively - see interesting connections and possibilities and present these clearly rather than as vague hunches;
-maintain intellectual flexibility and revise their own position if shown wrong;
think critically and constructively.
No information available.
No information available.
Erasmus/IP students must have already taken an introductory module in Philosophy at their home institution.
Learning & Teaching Methods:
1 x two-hour seminar and 1x one-hour presentation and discussion each week in the spring term. Week 21 is Reading Week. Week 31 (Summer Term) is a revision session.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
| Coursework |
Essay 1: 1500 words |
|
30% |
| Coursework |
Take-home Exam – 48 hours |
|
30% |
| Coursework |
Essay 2: 2500 words |
|
40% |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Steve Gormley
Sarah Mumford, Deputy School Administrator email: smumfo@essex.ac.uk
Yes
Yes
No
Dr Timothy Robert Secret
The University of Winchester
Available via Moodle
Of 36 hours, 34 (94.4%) hours available to students:
2 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
Philosophy
Disclaimer: The University makes every effort to ensure that this information on its Module Directory is accurate and up-to-date. Exceptionally it can
be necessary to make changes, for example to programmes, modules, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements,
industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to modules may for example consist
of variations to the content and method of delivery or assessment of modules and other services, to discontinue modules and other services and to merge or combine modules.
The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications and module directory.
The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.